Trabalho docente, qualificação e profissionalização na reforma curricular do ensino médio do estado do Rio Grande do Sul.

Abstract

The aim of this research is to describe and analyse the processes of (dis)qualification and (de)professionalization of high school teachers in the public school system in the state of Rio Grande do Sul, based on the implementation of the National Common Core Curriculum - BNCC and the High School Curriculum Reform, known as the New High School - NEM. The study is justified by the need to understand in depth the implications of the curricular reforms in relation to teaching work, since such reforms bring important changes to the school organization and, consequently, to the work of teachers. The methodological procedures used were documentary research and fieldwork with the application of an online survey and semi-structured interviews with teachers and managers from the public school system in the state of Rio Grande do Sul, followed by data analysis and triangulation. As a result, we found that the process of implementing these curricular reforms has had important effects on teaching work, inducing and, in some cases, imposing the abandonment of certain qualifications, while at the same time demanding the development of new qualifications, more consistent with the new models of flexible and precarious work. These curricular reforms in High School have been anchored in the precariousness of professional bonds, relying basically on contracted teachers, who, due to the precarious employment conditions of their ties and the intensification of their work, have been forced to accept the changes without much room for questioning. The implementation of the reform promotes processes of disqualification and requalification that lead to the de professionalization of teachers, producing a worker adapted to the needs of neoliberal capitalist productive restructuring, intensifying teaching work and disregarding serious theoretical training in favour of utilitarian pragmatism. This combined with an increase in the possibilities of control by the curriculum and the consequent loss of autonomy in teaching work, high school reforms have contributed to deepening the process of destroying the teaching profession and the development of an increasingly flexible and precarious workforce.